Canadian medical education journal最新文献

{"title":"Objective Structured Clinical Examinations practices across Canadian medical schools: a national overview.","authors":"Chris Gilchrist, Zia Bismilla","doi":"10.36834/cmej.80144","DOIUrl":"10.36834/cmej.80144","url":null,"abstract":"<p><strong>Introduction: </strong>Objective Structured Clinical Examinations (OSCEs) are crucial in assessing clinical competencies, but their implementation varies widely across medical schools. This work examines OSCE practices across Canadian medical schools, focusing on frequency, type, and timing.</p><p><strong>Methods: </strong>A survey was conducted among all 17 Canadian medical schools through the AFMC Clinical Skills Working Group. Data were collected during the 2023-2024 academic year. Details on OSCEs implementation during pre-clerkship and clerkship phases, categorized as formative or summative, and on the timing of final OSCEs was collected. Descriptive statistics were used to analyze the data.</p><p><strong>Results: </strong>The median number of OSCEs per school was four, with one-third formative and two-thirds summative. Pre-clerkship assessments were split between formative and summative OSCEs, while 78% of clerkship OSCEs were summative. Timing of a program's final OSCE varied: 35% occurred before the last year, while 65% took place in the final year, predominantly in the second half. All final OSCEs were summative.</p><p><strong>Discussion and conclusion: </strong>Variability in OSCE implementation likely reflects differing curricular approaches and institutional constraints. This work demonstrated a more balanced proportion of formative and summative assessments during pre-clerkship, indicating a desire to provide students with opportunities learn from feedback during their early training years. During clerkship, the focus shifted towards summative assessments. The later emphasis on summative OSCEs may highlight a focus on certifying competence at the cost of reduced opportunities for formative feedback. Medical schools may use these findings as guidance when building their programs of assessment.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"99-104"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the perspectives of new-in-practice specialists about the Health Advocate role: \"I didn't even know where to start\".","authors":"Jacqueline Dorothy Cochrane, Nancy Dudek, Kelsey Crawford, Lindsay Cowley, Kori A LaDonna","doi":"10.36834/cmej.78570","DOIUrl":"10.36834/cmej.78570","url":null,"abstract":"<p><strong>Introduction: </strong>Current approaches to health advocate (HA) training leave many physicians feeling ill-equipped to advocate effectively. Likewise, faculty perceive the HA role as challenging to teach, role model, evaluate and assess. Progress on improving HA training is further stalled by debate over the role's importance and whether it should be considered intrinsic to medical practice. Recent graduates are well-positioned to comment on how these challenges affect HA training and preparation for practice. Therefore, our purpose was to explore the perspectives of new-in-practice physicians who are keen to be effective advocates.</p><p><strong>Methods: </strong>Ten early-career physicians participated in semi-structured interviews exploring their perceived competence and motivation to engage in health advocacy. Constructivist grounded theory informed the iterative data collection and analysis process.</p><p><strong>Results: </strong>Participants wished they knew during training how much they would use advocacy in practice. While training imparted adequate patient-level advocacy skills, participants felt underprepared to enact system-level advocacy-which they conceptualized as a wide-range of activities including political advocacy. In turn, participants grappled with lack of preparation, waning motivation, feelings of futility, lack of value for advocacy and need for self-preservation. For these reasons, they questioned whether system-level advocacy should be expected of all physicians.</p><p><strong>Conclusions: </strong>Although training may adequately prepare physicians for patient-level advocacy, system-level advocacy training remains insufficient. While patient-level advocacy is integral to good care, whether system-level advocacy should be a universal expectation deserves closer consideration. Perhaps system-level health advocacy may be better conceptualized as a specialized role requiring additional training. Regardless, physician advocates' efforts need to be valued for their contributions.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"6-16"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144000545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To be (virtual) or not to be: six ways to get a grip on choosing a delivery method for your educational program.","authors":"Iman Lahouaoula, Heather Buckley, Nawaaz Nathoo","doi":"10.36834/cmej.78281","DOIUrl":"10.36834/cmej.78281","url":null,"abstract":"<p><p>In the post-pandemic era, modalities for delivering medical education are at a crossroads. The pandemic disrupted the traditional in-person model, and a boom of virtual meetings and sessions quickly found their place in medical education. Now, educators are left with a selection of in-person, virtual, and hybrid approaches to structure medical education programming. We provide six tips to help guide medical educators on deciding between the variety of educational delivery methods.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"63-65"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Embracing the next frontier in assessment.","authors":"Christina St-Onge","doi":"10.36834/cmej.81477","DOIUrl":"10.36834/cmej.81477","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068209/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Royal College exams, examined.","authors":"Glen Bandiera, Christopher Watling, Tanya Horsley, Damon Dagnone, Sarah Taber, Farhan Bhanji","doi":"10.36834/cmej.81283","DOIUrl":"10.36834/cmej.81283","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"94-95"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068208/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking global health training: making the links between theory and practice.","authors":"Lucas Ab Fisher, Candelaria Aristizabal Londono, Kayla Cropper, Graham Beresh, Jacob Ak Alhassan","doi":"10.36834/cmej.79921","DOIUrl":"10.36834/cmej.79921","url":null,"abstract":"<p><p>International medical electives are viewed as an opportunity for medical students to experience global health firsthand and improve cultural humility. Despite its potential benefits, concerns have been raised regarding harms during placements. These need to be addressed to ensure that international electives are conducted ethically and not only benefit learners but also the communities involved. The University of Saskatchewan has transformed its global health certificate, <i>Making the links</i>, in an effort to address existing concerns. We seek to share the program's approach and its value to us. Other centres may introduce this approach to help train more equity-oriented healthcare workers.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"71-73"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are we optimizing medical students' preparation for clerkship? A content analysis of narrative comments on clinical skills during preclinical training.","authors":"Linda Bergeron, Patricia Blanchette, Molk Chakroun, Élisabeth Boileau, Isabelle Boulais, Martine Chamberland, Christina St-Onge","doi":"10.36834/cmej.78569","DOIUrl":"10.36834/cmej.78569","url":null,"abstract":"<p><strong>Introduction: </strong>The progression from preclinical medical training to clerkship is a pivotal yet steep transition for medical students. Effective feedback on clinical skills during preclinical training can better equip students for clerkship and allows time for them to address difficulties promptly. The goal of this study was to explore whether and how narrative comments at this stage were being leveraged to achieve this transition.</p><p><strong>Methods: </strong>We conducted a content analysis to categorize narrative comments on the clinical skills of two cohorts of third-year preclinical students at one academic institution.</p><p><strong>Results: </strong>Teachers made narrative comments for 272 students. Each comment was divided into analysis units (<i>n</i> = 1,314 units). Comments were either general (<i>n</i> = 187) or focused on attitude (<i>n</i> = 628), knowledge and cognitive processes (<i>n</i> = 357), or clinical reasoning (<i>n</i> = 142). They were abundantly positive (<i>n</i> = 1,190) and marginally negative (<i>n</i> = 39). Few (6%) contained suggestions for improvement.</p><p><strong>Discussion: </strong>In this study, narrative comments on clinical skills before clerkship seemed minimally helpful, as they were overwhelmingly positive and seldom offered suggestions. This could suggest missed opportunities for early interventions. Pre-clerkship narrative comments could potentially be optimized by increasing emphasis on clinical reasoning, addressing challenges early and providing actionable steps for improvement.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"32-37"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144045235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multi-source feedback in undergraduate medical education: a pilot study.","authors":"Ilona Bartman, Christina St-Onge, Marguerite Roy, Andrea Gingerich, Eleni Katsoulas, Saad Chahine, Nathalie Gagnon","doi":"10.36834/cmej.79283","DOIUrl":"10.36834/cmej.79283","url":null,"abstract":"<p><strong>Background: </strong>Multisource feedback (MSF) and 360-degree assessment collate feedback from multiple perspectives for a particular person. Since MSF aligns with programmatic assessment, undergraduate programs could theoretically incorporate this practice. This paper details the creation of an undergraduate medical education (UGME) MSF and its initial pilot.</p><p><strong>Methods: </strong>The Medical Council of Canada (MCC) collaborated with researchers from four Canadian UGME programs to adapt an existing tool, MCC 360. They adjusted MSF components for clerkship and piloted the revised version at one Canadian medical school. Student participants completed a post-evaluation survey. Researchers chose the Norcini et al. framework to inform the tool adaptation and evaluation.</p><p><strong>Results: </strong>The new MCC 360 UGME incorporated MSF from three rater groups (patients, self, and a mixed group of supervisors, residents, hospital staff and/or peers) and compiled it into an individualized report. An independent facilitator reviewed and discussed the report with the student. Students indicated that the MCC 360 UGME had a major to moderate impact on their learning. They appreciated receiving patient feedback and working with facilitators to identify areas of improvement. Although students found completing the MSF requirements to be burdensome, they found it to be acceptable to provide educational benefits.</p><p><strong>Conclusion: </strong>Implementing MSF in Canadian UGME would allow clerkship students to access feedback from patients and others in the workplace. It would also socialize students to MSF early in their careers.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"25-31"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068204/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144047420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The hidden curriculum.","authors":"Mohammed Kasim Ali","doi":"10.36834/cmej.81103","DOIUrl":"https://doi.org/10.36834/cmej.81103","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"91-92"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144000546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the classroom: lessons in empathy and accessibility as a student clinician serving Calgary's vulnerable populations.","authors":"Brandon Azer","doi":"10.36834/cmej.80338","DOIUrl":"https://doi.org/10.36834/cmej.80338","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 2","pages":"66-67"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144059316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}